ERKEN OKURYAZARLIK PUANLARI RİSK ALTINDAKİ ÇOCUKLARDA ÖZEL ÖĞRENME BOZUKLUĞU TANISINI ETKİLER Mİ

Year 2024, Volume: 7 Issue: 1, 1 - 15, 29.05.2024

Yusuf Gürel Pınar Uran

https://doi.org/10.52538/iduhes.1439626

Abstract

Amaç: Bu çalışmanın amacı, Özel Öğrenme Bozukluğu (ÖÖG) riski altındaki okul öncesi çocukların erken okuryazarlık becerilerini değerlendirmektir. Bu amaçla ÖÖG'li çocukların kardeşleri, konuşma bozukluğu olan çocuklar ve sağlıklı kontrollerin Erken Okuryazarlık Testi (EROT) puanlarını karşılaştırdık.
Yöntem: 60-72 aylık çocuklar çalışmaya alındı. Toplam katılımcı sayısı 81’dir. Sosyodemografik Veri Formu, Renkli Progresif Matrisler Testi (RPM) ve EROT tüm katılımcılara uygulanmıştır.
Sonuç: Üç grup arasında EROT’un tüm alt testlerinde anlamlı farklar bulunmuştur. Konuşma bozukluğu olan çocuklar, kelime dağarcığı dışındaki tüm alt testlerde en kötü puanı almışlardır; bunu ÖÖG'li çocukların kardeşleri takip ederken, kontrol grubu ise en yüksek puanları almıştır.
Tartışma: Mevcut çalışma, ÖÖG riski olan Türkçe gibi şeffaf bir dili kullanan okul öncesi çocukların EROT puanlarını araştıran ilk çalışmadır. Konuşma bozukluğu olan riskli grup, incelenen hemen hemen tüm alt testlerde en kötü performansı sergilemiştir. Bu grubun gelecekte en yüksek risk altında olacağını varsayarak müdahalelere erken başlamak kritik öneme sahiptir.

Keywords

Disleksi, erken okuryazarlık, okul öncesi çocuklar, konuşma bozukluğu

Ethical Statement

The manuscript has been read and approved by all the authors. There is no conflict of interest between authors

COULD EARLY LITERACY SCORES AFFECT THE DIAGNOSIS OF SPECIFIC LEARNING DISORDER IN CHILDREN AT RISK

Abstract

Background and objectives: The aim of this study was to evaluate the early literacy skills of pre-school children at risk of Specific Learning Disorder (SLD) by comparing Test of Early Literacy (TEL) scores between three groups including the siblings of children with SLD, children with speech disorder and healthy controls.
Methods: Children between the age of 60-72 months were recruited. The total number of participants was 81. A sociodemographic Data Form, the Colored Progressive Matrices Test (CPM) and TEL were applied to all participants.
Results: A significant difference was determined between the performance of the three groups in all sub-tests of TEL. The children with speech disorder displayed the worst score in all sub-tests except vocabulary; this was followed by the siblings of children with SLD while the control group displayed the highest scores.
Conclusion: The current study is the first investigating the TEL scores of pre-school children using a transparent language like Turkish at risk of SLD. The risky group with a language disorder showed the worst performance in almost all subtests examined. It is critical to start interventions early, assuming that this group will be at highest risk in the future.

Keywords

dyslexia, early literacy, pre-school children, speech disorder

Ethical Statement

There is no financial support. The manuscript has been read and approved by all the authors. There is no conflict of interest.

Thanks

We would like to thank to Professor KARGIN for allowing the use of the TEL in our study.

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